International Journal of Management Education最新文献

{"title":"The future of work and education in AI-driven innovative systems: A systematic literature review and lexicometric analysis","authors":"Gulab Kumar,&nbsp;Dipanker Sharma,&nbsp;Bhawana Bhardwaj","doi":"10.1016/j.ijme.2025.101221","DOIUrl":"10.1016/j.ijme.2025.101221","url":null,"abstract":"<div><h3>Purpose</h3><div>The present study aims to analyze the impact of AI-driven innovative systems on work and education by exploring available literature settings covering variables such as artificial intelligence, innovation, work, and education (AIWE), as well as examining the collective domain of AIWE through applied theories, contextual settings, and methodology. Additionally, it considers potential directions for future AIWE research.</div></div><div><h3>Design/methodology/approach</h3><div>This study conducts a lexicometric analysis of 146 literature along with a systematic literature review of 64 studies published from 1997 to 2024 to comprehensively explore the collective domain of AIWE. It examines prevalent topics of study, publication status, citation patterns, as well as elements of the theory-context-method and antecedents-decisions-outcomes framework used in the field of AIWE research.</div></div><div><h3>Findings</h3><div>The current review highlights crucial insights for educational authorities, managers, and policymakers to address challenges posed by technological advancements. Numerous theoretical frameworks, contextual elements, applied methodologies as well as factors such as antecedents, decisions, and consequences have been identified. The review contributes to the field of AIWE domain by offering a comprehensive analysis of more than two decades and provides valuable insights to guide future research toward future preparedness within regional innovation systems.</div></div><div><h3>Originality/value</h3><div>Our article emphasizes the need for further study by presenting a structured review of the collective domain AIWE research. It helps stakeholders of territorial innovation systems to develop strategies to prepare academic institutions and the workforce for an AI-driven future, guide future research, and provide practical information on the factors and fundamentals of the domain of AIWE.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101221"},"PeriodicalIF":6.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Solving’ as a key course learning outcome (CLO) in postgraduate (PG) management education","authors":"Ishwar Haritas ,&nbsp;Harini K.N.","doi":"10.1016/j.ijme.2025.101225","DOIUrl":"10.1016/j.ijme.2025.101225","url":null,"abstract":"<div><div>Problem-solving abilities are key to developing adaptive, ethical, and future-ready leaders. Embedding problem-recognition and context-specific problem-solving frameworks into management education equips students to navigate complex, real-world challenges with greater effectiveness. This paper presents a specific pedagogical innovation that integrates three creative and experiential frameworks into the management curriculum - a) Design Thinking (DT); b) MIT's Theory of Change (ToC); and c) Adventure Based Learning (ABL); each providing a different style to advancing problem-solving capabilities among postgraduate (PG) management students over a period of one year. Building on the Experiential Learning Theory and drawing on the Cynefin framework, which categorizes different problem types, this study qualitatively investigates how each pedagogical approach engages students with varying degrees of structure and complexity in real-world challenges. Using data collected from MBA – International Business (IB) students through reflection diaries and semi-structured interviews across three courses, the research provides insights into how these frameworks facilitate the development of critical skills such as adaptive thinking, creativity, collaboration, and ethical decision-making. This research employed the GIOIA Methodology for analyzing qualitative data systematically in a rigourous and grounded method of conceptual development based on first-order concepts, second-order themes, and aggregate dimensions. The findings offer practical insights for educators, including a mapping guide to align specific problem types with suitable problem-solving pedagogies, thereby enabling more context-sensitive and impactful learning interventions. The insights derived from this study contribute to responsible management education by demonstrating how experiential and creative problem-solving approaches build sustainability-oriented and socially responsible leadership capabilities. Furthermore, the research underscores the importance of embedding problem-solving as a key course learning outcome (CLO) in postgraduate (PG) management programs, contributing to SDG 4 (Quality Education) through inclusive, learner-centric methodologies; SDG 8 (Decent Work and Economic Growth) by increasing employability through skills in action; and SDG 12 (Responsible Consumption and Production) by promoting responsible decision-making.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101225"},"PeriodicalIF":6.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transformative economies and complex Thinking: Enhancing sustainability competencies in business education","authors":"May Portuguez-Castro ,&nbsp;María Soledad Ramírez-Montoya","doi":"10.1016/j.ijme.2025.101223","DOIUrl":"10.1016/j.ijme.2025.101223","url":null,"abstract":"<div><div>This study presents a pedagogical innovation that integrates agile methodologies, transformative economies, and complex thinking to enhance sustainability competencies in graduate business education. Using a multiple case study design, we examined the experiences of 58 Master of Business Administration students enrolled in a course on disruptive innovation and new business models at a business school in Peru. Students applied the Scrum framework and principles from circular, green, and solidarity economies to develop sustainability-focused projects. Quantitative results from a validated instrument showed significant gains in scientific, critical, and innovative thinking. Qualitative analysis of student reflections and project artifacts confirmed increased awareness of systemic challenges and responsible decision-making. The findings demonstrate how agile, interdisciplinary, and action-oriented pedagogies can foster the competencies needed to address complex sustainability issues. This study contributes to responsible management education by offering an empirically grounded and context-sensitive model that prepares students to lead sustainable innovation in diverse business environments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101223"},"PeriodicalIF":6.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the Backlash: Integrating DEI in business education to develop responsible leaders","authors":"Kristen Collett-Schmitt ,&nbsp;Amanda McKendree ,&nbsp;Kelly Rubey ,&nbsp;Jessica McManus Warnell","doi":"10.1016/j.ijme.2025.101212","DOIUrl":"10.1016/j.ijme.2025.101212","url":null,"abstract":"<div><div>Important societal shifts have led to increasing attention to diversity, equity, and inclusion (DEI) initiatives in business schools, alongside the politicization of these efforts and of the term “DEI” itself. As the training ground for future leaders, business schools are critical stakeholders in the move toward more inclusive and equitable workplaces. We examine case study teaching and experiential learning as strategies for achieving impactful and holistic incorporation of inclusive leadership topics into business education. The paper recommends an integrated pedagogical approach involving innovative student learning through the case method and meaningful incorporation of experiential learning; co-curricular activities such as case competitions or custom learning opportunities; institutional support by aligning with organizational-level goals; stakeholder engagement; and systematic ways of assessing impact. An integrated approach fosters a sense of belonging and prepares students with skills to work as inclusive business leaders in the professional world, which contributes to a key tenet of the Sustainable Development Goals. These recommendations may prove useful for educators at other institutions and posit approaches to more comprehensive implementation within business school curriculum to better prepare students to work for and lead inclusive organizations.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101212"},"PeriodicalIF":6.0,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial intelligence and management Education: Bibliometric analysis","authors":"Hiranya Dissanayake ,&nbsp;Otilia Manta ,&nbsp;Anuradha Iddagoda ,&nbsp;Maria Palazzo","doi":"10.1016/j.ijme.2025.101222","DOIUrl":"10.1016/j.ijme.2025.101222","url":null,"abstract":"<div><div>A group of technologies known as artificial intelligence allow computers to carry out a number of sophisticated tasks, including as seeing, comprehending, and translating spoken and written language, analyzing data, and formulating suggestions. The significance of AI lies in its ability to boost productivity, automate processes, better decision-making, and stimulate innovation in a variety of sectors. Education is essential for societal advancement, economic success, and personal development because it promotes critical thinking and creativity while providing chances for better employment, informed citizenship, and a satisfying existence. This study aims to assess the development and application of AI in management education through a bibliometric analysis. It explores publication trends, author influence, collaborative networks, keyword evolution, and thematic structures to uncover intellectual landscape and future directions of this emerging field. The study offers insights into the transformative role of AI, especially generative technologies like ChatGPT, in reshaping business and management education worldwide.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101222"},"PeriodicalIF":6.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144297261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From theory to Practice: Enhancing responsible business management through service learning","authors":"Komal Rathore,&nbsp;Jayashree Mahesh","doi":"10.1016/j.ijme.2025.101218","DOIUrl":"10.1016/j.ijme.2025.101218","url":null,"abstract":"<div><div>Sustainability education is central to cultivating ethical leadership and responsible management. Despite global frameworks such as the PRME and the SDGs, many higher education institutions struggle to meaningfully embed sustainability within curricula. This study introduces a novel, constructively aligned service-learning (SL) framework—grounded in Biggs’ theory—as a specific pedagogical innovation for responsible management education. Adopting a robust, multi-method approach—including bibliometric analysis, integrative literature review, focus groups, and a nationwide survey—this research ensures methodological rigor and triangulation. The framework promotes the development of critical thinking, ethical decision-making, and interdisciplinary collaboration skills through experiential SL projects, directly aligning with the demands of sustainability-driven management education.</div><div>Findings reveal key barriers—such as faculty engagement gaps, limited benchmarking, and insufficient cross-sector collaboration—hindering the scalability of SL in business education. Focus group discussions and survey validation demonstrate that structured SL initiatives enhance SDG-driven problem-solving. By aligning learning outcomes, instructional strategies, and assessment methods with PRME and SDGs, this framework advances responsible management and sustainability in higher education, offering actionable guidelines for curriculum design and policymaking. By offering a robust model for PRME signatories and other institutions, this framework shows that embedding sustainability in business education is both practical and essential for advancing responsible management.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101218"},"PeriodicalIF":6.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144242405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How can jobseekers convert their internships to employment opportunities? A qualitative exploration with successful interns","authors":"Abhilash Ponnam ,&nbsp;Sasmita Mishra ,&nbsp;Pratyush Banerjee","doi":"10.1016/j.ijme.2025.101220","DOIUrl":"10.1016/j.ijme.2025.101220","url":null,"abstract":"<div><div>This study is a qualitative investigation to understand how graduate interns navigate their work relationships and showcase their talent during internship periods and what are the main initiatives that lead to an internship being converted into pre-placement offers (PPOs). Semi-structured interviews conducted with twenty successful interns were analyzed using Thematic Analysis. The findings reveal important points of difference strategies that were adopted by these interns which helped them set themselves apart from their intern peers and resulted in them bagging the coveted PPO. The findings from the study are expected to serve as a prescription for future interns to learn the strategies to excel and convert their internships to successful pre-placement offers and secure their career even before the official placement season starts.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101220"},"PeriodicalIF":6.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144242404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Management accountant skills: An exploratory factor analysis","authors":"Kézia Manuela Lucas Mineiro,&nbsp;Rozélia Laurett,&nbsp;Valcemiro Nossa,&nbsp;Silvania Neris Nossa","doi":"10.1016/j.ijme.2025.101209","DOIUrl":"10.1016/j.ijme.2025.101209","url":null,"abstract":"<div><div>This study aims to identify and group into factors the hard skills, soft skills, and managerial skills, of a management accountant in the perception of accounting students. For this end, research was conducted with a quantitative and exploratory approach, using primary and cross-sectional data. The sample was made up of 261 accounting students who had already studied management accounting and/or related subjects. Data collection occurred through a structured questionnaire with 53 questions. From the data collected, a characterization of the sample was carried out using Exploratory Factor Analysis (EFA) with the help of SPSS 22 software. The results of the EFA generated the grouping of 23 variables into 5 factors, named as follows: technical and personal skills, team management skills, communication skills, systemic vision and negotiation skills. Such factors explained, in the perception of accounting students, the hard skills, soft skills, and managerial skills, that are necessary for management accountants. Through this study, employers and managerial accounting professors can become aware of the competencies being taught during an undergraduate accounting program for future managerial accountants. In this way, the managerial accounting curricula can be improved to meet the demands of the job market, which increasingly seeks professionals with soft skills, hard skills, and managerial competencies. Additionally, this study can contribute to the development of professional training programs by employers.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101209"},"PeriodicalIF":6.0,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144242403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Broadening the competencies of MBA students in Vietnam: Integrating andragogical approaches with sustainable development goals","authors":"Burkhard Schrage,&nbsp;Greeni Maheshwari,&nbsp;Santiago Velasquez","doi":"10.1016/j.ijme.2025.101217","DOIUrl":"10.1016/j.ijme.2025.101217","url":null,"abstract":"<div><div>This paper provides a case study on the integration of andragogical principles and Sustainable Development Goals (SDGs) into an MBA curriculum at a leading university in Vietnam, enhancing student learning and leadership development. It introduces a specific pedagogical innovation by combining andragogy, self-directed learning (SDL), and structured assurance of learning mechanisms to promote critical skills in ethical reasoning, problem-solving, and sustainability-oriented leadership. By drawing on models associated with self-directed learning (SDL) and assurance of learning, the study evaluates the implementation and outcomes of this methodology, emphasizing its contribution to the creation of responsible business leaders. The paper proposes a framework that extends existing models by embedding adult learning theories and sustainable development principles into the MBA curriculum. This framework highlights practical learning, SDL, and real-world application as key components. The findings suggest that embedding SDGs in MBA curricula equips students with the skills necessary for ethical leadership and sustainability, thereby advancing responsible management and reinforcing institutional commitment to sustainability. The study provides insights into the impact of these interventions on student and faculty development, as well as broader implications for management education in emerging markets.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101217"},"PeriodicalIF":6.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing employability digital competencies of Thai Gen Z business students: The role and matter of digital learning environments and digital adaptation skills","authors":"Narinthon Imjai ,&nbsp;Suchart Chansamran ,&nbsp;Sirinthra Sungthong ,&nbsp;Berto Usman ,&nbsp;Somnuk Aujirapongpan","doi":"10.1016/j.ijme.2025.101219","DOIUrl":"10.1016/j.ijme.2025.101219","url":null,"abstract":"<div><div>This study investigates the relationships among the digital learning environment (i.e., learning management systems e.g., Moodle, Google Classroom, virtual collaboration tools e.g., Zoom, Padlet), digital adaptation skills, and employability digital competencies among Generation Z business students in Thailand. Data were collected using convenience sampling from 445 Thai Gen Z business students via online questionnaires. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the collected data. Results indicate that the digital learning environment significantly and positively impacts digital mindset, digital adaptation skills, and employability digital competencies. Such skills are not only desirable traits but also enablers of sustained employability, as they equip individuals to thrive amid rapid digital transformation and evolving industry demands. Additionally, indirect effects were observed from the digital learning environment to employability digital competencies through digital mindset and digital adaptation skills. These findings highlight the importance of enhancing the quality of digital learning environments to foster digital skills and enhance the competitiveness of Generation Z students in the future digital labor market. Apart from that, the empirical results imply that to foster employability, educational policies should emphasize not just digital access, but also pedagogical approaches that cultivate adaptive digital mindsets and broad-based digital skills among learners.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101219"},"PeriodicalIF":6.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}